Kunskap om stereotyphot och dess påverkan på svenska lärarstudenters förväntningar på flickors och pojkars matematiska förmåga
(2014) PSYK11 20141Department of Psychology
- Abstract (Swedish)
- När kvinnor ägnar sig åt matematik löper de risken att utsättas för stereotyphot och bli bedömda efter den negativa stereotypen som existerar kring kvinnor och matematisk förmåga (Spencer & Steele, 1999). Den aktuella studien undersöker ifall information om stereotyphot påverkar lärarstudenters attityder kring könsstereotyper och matematik. En enkätundersökning med tre olika betingelser delades ut till totalt 156 lärarstudenter. I betingelse 1 fick deltagarna ingen information om stereotyphot. I betingelse två fick deltagarna information om stereotyphot. I betingelse tre fick deltagarna information om stereotyphot, samt veta hur man minskar negativa effekter av stereotyphot. Resultatet visade en robust könsskillnad där pojkars matematiska... (More)
- När kvinnor ägnar sig åt matematik löper de risken att utsättas för stereotyphot och bli bedömda efter den negativa stereotypen som existerar kring kvinnor och matematisk förmåga (Spencer & Steele, 1999). Den aktuella studien undersöker ifall information om stereotyphot påverkar lärarstudenters attityder kring könsstereotyper och matematik. En enkätundersökning med tre olika betingelser delades ut till totalt 156 lärarstudenter. I betingelse 1 fick deltagarna ingen information om stereotyphot. I betingelse två fick deltagarna information om stereotyphot. I betingelse tre fick deltagarna information om stereotyphot, samt veta hur man minskar negativa effekter av stereotyphot. Resultatet visade en robust könsskillnad där pojkars matematiska förmåga skattas högre än flickors. Inget stöd fanns för att information påverkar deltagarnas attityder. Vår forskning visar att stereotypa föreställningar existerar kring flickors matematiska förmåga med låga förväntningar på deras prestation som följd och understryker vikten av att utbilda lärare om stereotyphot. (Less)
- Abstract
- When women engage in mathematics they are at risk of stereotype threat and can be judged by the negative stereotype that exists about women and mathematical ability (Spencer & Steele, 1999). The current study investigates if information about stereotype threat affects student teachers’ attitudes about gender stereotypes and math. A questionnaire with three different conditions were distributed to a total of 156 student teachers. In condition one, participants were given no information about stereotype threat. In condition two, participants were given information about stereotype threat. In condition three, participants were given information about stereotype threat and strategies of reducing stereotype threat. The results showed a robust... (More)
- When women engage in mathematics they are at risk of stereotype threat and can be judged by the negative stereotype that exists about women and mathematical ability (Spencer & Steele, 1999). The current study investigates if information about stereotype threat affects student teachers’ attitudes about gender stereotypes and math. A questionnaire with three different conditions were distributed to a total of 156 student teachers. In condition one, participants were given no information about stereotype threat. In condition two, participants were given information about stereotype threat. In condition three, participants were given information about stereotype threat and strategies of reducing stereotype threat. The results showed a robust gender difference where boys' mathematical ability was rated higher than that of girls. No support was found to confirm that information of stereotype threat had an effect on participants' attitudes. Our research shows that stereotypes exist about girls' math ability causing low expectations of performance for this group. We emphasize the importance of educating teachers about stereotype threat. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4466077
- author
- Muftee, Raheb LU and Bertilsson, Ida LU
- supervisor
- organization
- course
- PSYK11 20141
- year
- 2014
- type
- M2 - Bachelor Degree
- subject
- keywords
- stereotype intervention, teacher attitudes, Stereotype threat, girls mathematics performance
- language
- Swedish
- id
- 4466077
- date added to LUP
- 2014-06-17 10:55:50
- date last changed
- 2014-06-17 10:55:50
@misc{4466077,
abstract = {{When women engage in mathematics they are at risk of stereotype threat and can be judged by the negative stereotype that exists about women and mathematical ability (Spencer & Steele, 1999). The current study investigates if information about stereotype threat affects student teachers’ attitudes about gender stereotypes and math. A questionnaire with three different conditions were distributed to a total of 156 student teachers. In condition one, participants were given no information about stereotype threat. In condition two, participants were given information about stereotype threat. In condition three, participants were given information about stereotype threat and strategies of reducing stereotype threat. The results showed a robust gender difference where boys' mathematical ability was rated higher than that of girls. No support was found to confirm that information of stereotype threat had an effect on participants' attitudes. Our research shows that stereotypes exist about girls' math ability causing low expectations of performance for this group. We emphasize the importance of educating teachers about stereotype threat.}},
author = {{Muftee, Raheb and Bertilsson, Ida}},
language = {{swe}},
note = {{Student Paper}},
title = {{Kunskap om stereotyphot och dess påverkan på svenska lärarstudenters förväntningar på flickors och pojkars matematiska förmåga}},
year = {{2014}},
}